ABSTRACT
Although Oelkers's analysis is especially directed at the theoretical tradition in post-war Western European pedagogy generally called anti-authoritarian pedagogy, which is only a part of the broader stream of critical-pedagogical thinking (Miedema 1984), it is indicative of the deluge of criticism directed at many aspects of critical pedagogy. The greater part of these criticisms was directed at its (supposed) lack of practical results. We will say more about this criticism later. For now, it is sufficient to say that for this and other reasons, of which the waning interest in Marxist theory after the fall of the USSR is not the least, critical pedagogy is now considered by many to have been a stillborn child that is interesting mainly for historical reasons. The very few proponents of critical pedagogy still in existence are almost seen as relics of bygone times. In a postmodern era, its preoccupation with emancipation and the wrongs of society seems outdated.
